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The MCEA/MCPS Professional Growth System. Teacher’s Union and School System Collaboration for the Quality Instruction. Context for PGS. The Teacher PGS is not the typical approach to evaluation and professional growth and development in public education .

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The mcea mcps professional growth system

The MCEA/MCPS Professional Growth System

Teacher’s Union and School System Collaboration for the Quality Instruction

Context for pgs
Context for PGS

The Teacher PGS is not the typical approach to evaluation and professional growth and development in public education.

Preparation—laying the foundation with members

Context for pgs1
Context for PGS

  • Initiated by MCEA as a part of its focus on Teacher Quality.

    • MCEA president introduced the concept of teacher ownership of profession in mid-80’s

    • Development of a new system began in late 90’s after the acceptance of interest-based bargaining

Context for pgs2
Context for PGS

  • The concept of the PGS is based on research that showed a good teacher is the most important factor in student success.

Context for pgs3
Context for PGS

  • A comprehensive professional growth system that was created jointly by the teachers’ union and the system.

    • Classroom teachers from MCEA, along with school administrators and school system leadership worked together to develop PGS

    • Phased in over 3 years (2000—2003)

    • Negotiated it into the contract beginning in 1999

Program goals

Greater teacher ownership of the profession

Redefining professional development

Decrease traditional isolation of teachers

Increase role of peers in assisting peers

Allow more time to collaborate with colleagues

Program Goals

Mcps professional growth system
MCPS Professional Growth System

Peer Assistance and Review (PAR)


Consulting Teachers (CT’s) for novice new teachers

New Teacher Induction

Mentors for experienced new teachers

Staff Development Teachers (SDT’s)

Professional Development Plans (PDP’s)

Studying Skillful Teaching (SST)

(for teachers)

Observing and Analyzing Teaching (OAT) (for observers)

Standards Based Evaluation Process

Staff Development Substitute Teachers (SDST’s)


Performance Standards

I. Teachers are committed to students and their learning

II. Teachers know the subjects they teach and how to teach those subjects to students

III. Teachers are responsible for establishing and managing student learning in a positive learning environment.

IV. Teachers continually assess student progress, analyze the results, and adapt instruction to improve student achievement.

V. Teachers are committed to continuous improvement and professional development.

VI. Teachers exhibit a high degree of professionalism.

Standard I

Standard II

Standard III

Standard IV

Curriculum Design

Principles of Learning

Models of Teaching






Matching Standards to Instructional Practice

Overarching Objectives

Curriculum Planning


  • Key Concepts

  • Areas of Performance

  • Repertoire

  • Matching

Learning Experiences



Personal Relationship Building

Class Climate

Instructional Strategies





Foundation of Essential Beliefs


  • Narrative Format

  • Based on standards

  • All observers and evaluators must take and pass the same training

  • Holistic rating

    • Meets standards

    • Below standards

Getting help and support
Getting Help and Support

  • Concentrated support from Consulting Teacher or mentor

  • Content area support from Resource Teacher, Math or Reading Specialist

  • Instructional/resources support from Staff Development Teacher

  • Informal support from department/team

  • New Teacher Induction courses available for credit

The union role in pgs

Quality Control

Due Process

The Union Role in PGS

Union investment in instructional program
Union Investment in Instructional Program

  • Teacher Professional Growth System

  • Councils on Teaching and Learning

  • Elected Faculty Representatives

  • Building Representatives

  • Resource Teacher & Team Leaders

  • National Board Certification support network

Peer assistance and review
Peer Assistance and Review

  • PAR Panel

    • Eight Teachers

    • Eight Principals

    • Chaired by vice presidents of teacher and principal’s unions

    • Is the decision-making body

Peer assistance and review1
Peer Assistance and Review

  • Consulting Teachers

    • Full-time release (10 months + 20 days)

    • Can be released for 3 years

    • Thirty two currently

    • Caseloads of 16—20

    • Responsible to PAR pairs

    • Make employment recommendations for both novice and underperforming teachers

Role of ct mentor
Role of CT/Mentor

  • Mentor:

  • Listens, supports and encourages

  • Assists with planning, curriculum, assessment, and classroom management

  • Provides resources for instruction

  • CT:

  • Conducts formal and informal observations with structured feedback

  • Listens, supports and encourages

  • Assists with planning, curriculum, assessment, and classroom management

  • Provides resources for instruction

  • Arranges peer visits

  • Models lessons

  • Coordinates school supports

Novice timeline of the year
Novice Timeline of the Year




New teachers meet with CT’s or mentors


Formal Obs. by CT


Formal Obs. by Admin

2nd & 3rd Formal Obs.


Below standard evaluations for probationary teachers due

Meet standard evaluations for probationary teachers due

Informal observation, feedback and support from Consulting Teacher and Building Support

Pgs successes
PGS Successes

  • Over 95% of probationary novice teachers exit PAR successfully

  • 2/3 of underperforming teachers exit PAR successfully

  • Rate of teachers who leave after 5 years is 10-15% lower than the national average

  • Acclaimed as one of the most structured and through support systems in the US

Successful Teachers

More sucesses
More Sucesses

  • Every measure of student learning has improved

    • 80% of all graduating seniors take the SAT and scores have risen

    • The number of African American and Hispanic students who pass AP tests with 3 or better is above the national average

    • Reading and math gaps in elementary and middle schools have decreased by 16 points or better

Sustaining progress
Sustaining Progress

  • Having a supportive infrastructure:

  • The Implementation Team

  • “Working Draft” PGS Handbook

The keys to a sustainable system

The Keys to a Sustainable System

Buy in from all stakeholders


Self monitoring and evaluation

Ability to be agile to meet changing needs

What s next
What’s Next

  • Career Lattice

  • New Hiring Processes